a cura di Roberta Bulla, Patrizia Nitti, Giorgio Pastore, Francesco Princivalle, Michele Stoppa con la collaborazione di Marina Carpineti, Lanfranco Conte, Stefano Covelli, Nicola Ludwig, Sabina Passamonti, Maurizio Romano, Michela Zanetti
QuaderniCIRD n. 23 (2021) Rivista del Centro Interdipartimentale per la Ricerca Didattica dell'Università di Trieste Journal of the Interdepartmental Center for Educational Research of the University of Trieste
Direttore responsabile: Michele Stoppa
Condirettore: Luciana Zuccheri
Comitato editoriale: Silvia Battistella Furio Finocchiaro Helena Lozano Miralles Tiziana Piras Monica Randaccio Paolo Sorzio Verena Zudini
Revisione sunti in Inglese: Monica Randaccio
Revisione sunti in Spagnolo: Helena Lozano Miralles
Revisione sunti in Croato: Ljiljana Avirovic
Numero a cura di: Michele Stoppa Tiziana Piras Helena Lozano Miralles Luciana Zuccheri
The aim of this paper is to propose a reflection on the interdisciplinary approach to teaching with specific reference to the development of creative writing. References for this paper range from contributions by twentieth-century writers of the high-school canon to some well-known concepts taken from the field of neuroscience. Moreover, some recent studies on the comparison between the humanities and the life sciences will be considered to show how they opened up new and innovative horizons of research in literary studies.
The expository-argumentative approach to investigate current issues which is required by the new Type C of State Examination, one of the three tracks for the first national written test, needs an integrated reading/writing approach. Besides accuracy and coherence in language, this approach implies critical reasoning on the issues involved and the addresser’s responsibility towards his/her addressees. This contribution aims to show how and why argumentative writing can draw on literature. In fact, literature can foster self-awareness and awareness of the others, thus fostering the ability to choose and debate.
Several studies have shown that music education may foster the development of executive functions (EF), a set of cognitive skills involved in memory, attention and the ability to inhibit distracting stimuli. However, the literature on the impact of music training on EF is still scarce. Thus, the aim of the present study was to investigate different components of EF, comparing children who were involved in musical activities with a group that was not. Results revealed that children who performed musical activities showed greater accuracy in inhibition tasks compared to children who did not attend music activities. Our findings are in agreement with the literature data, suggesting that music education can be a key intervention strategy to promote the development of EF, especially in the first years of primary school.
This paper explains a project aimed at creating a training course for foreign students in the field of Health Sciences. Thanks to the support of the Order of Servants of Mary, operating in the Argentine dioceses, it was possible to be in contact with the Faculty of Medicine of the Universidad Nacional del Nordeste (Argentina), where many descendants of emigrants from two regions of north-estern Italy, Friuli Venezia-Giulia and Veneto. A practical internship is also envisaged as part of the university training course, in which students can concretely work on hospital wards to experience important aspects of their future profession. This internship is primarily designed for undergraduate students in their final year, with the aim to consolidate their professional identity as soon as possible. By virtue of an agreement stipulated with the Giuliano Isontina University Health Authority (ASUGI), Argentine students were thus allowed to carry out their internship in Trieste.
This paper provides an overview of the history of the state graduation exam in schools in the Republic of Croatia with Italian as the language of instruction. It focuses on the innovations introduced in the examinations for the school year 2021/2022, following the implementation of the curricular reform and the definition of single curricular disciplines. The contribution focuses both on Italian language and literature tests and on the innovations proposed in the most recent Catalogue for the state graduation exam.
This article introduces the DISF Educational website (disf.org/edu), addressed to high-school teachers and students. The DISF Educational project is based on the ideals of “unity of knowledge” and “unity of life” and offers a valuable contribution to the integration of the humanities with sciences in school education. The site is a helpful tool to deal with interdisciplinary issues in a thorough and documented manner, encompassing the relationship between science, philosophy and religion, with particular reference to the Judeo-Christian Revelation. DISF Educational has four sections (Thematic paths; Big questions; Videos; Sense Seekers) and specific conceptual and practical tools created by the DISF Research Center at the Pontifical University of the Holy Cross, Rome.
Starting from the innovations envisaged by Legislative Decree 62/2017 in type A of the first written test of the State Examination, one of the three tracks for the first national written test, this paper investigates the new skill-based approaches in teaching, which have been gradually introduced in the Italian school over the last twenty years. In relation to rubrics and evaluation grids, tentative assessment guidelines are suggested, as well as a reflection on the exam questions.
How can corpus linguistics be used for pedagogical purposes? How can it contribute to the study and appreciation of specific literary aspects? The aim of this paper is to show how students can become researchers, and use authentic language data to discover tendencies and thematic trends through inductive procedures: in other words, how awareness/consciousness can be triggered in a practical way, without being overtly deductive. To start with, some activities that were carried out in the language classroom are described: these include the introduction of crucial corpus methods such as keyness, collocations and concordances, followed by their application to a specific case-study, the novel Pride and Prejudice by Jane Austen. These activities proved very useful to raise the students’ awareness regarding the use of particular language patterns by the English author. After that, the steps of a specific ‘methodological journey’ carried out by a student in her BA dissertation are presented: here, Austen’s novel has been compared to the rest of her literary production first, and to a reference corpus composed by a sample of English literature (the Imaginative Writing Section of the British National Corpus) later. Overall, the activities described show that corpus methods can prove successful both for testing previously-formed assumptions about specific aspects of literature, and for improving language skills more generally.
After a brief illustration of how the training of secondary school teachers has changed over the last twenty years, the Guidelines of the Ministry of Education published on 4 May 2021 will be commented on and new teacher training courses will be proposed on the basis of these guidelines.